Assessing Classroom Management Experience of Local Language Teachers in Ligaba Primary School in Wolaita Zone, Ethiopia: Focus on Wolaita language

Markos Mathewos Alaro


The main aim of the study was to evaluate classroom management experience of local language teachers at Ligaba Primary school in Wolaita Zone of Ethiopia. The participants of the study were purposively selected six students from grade-5 and six teachers who were teaching that grade. Two tools were used to gather data: questionnaire and interview. Both qualitative and quantitative data analysis methods were employed to obtain the results. The study clearly disclosed that there were gaps regarding teachers' time management. They did not enter the class on time and this might lead students to disturb in the class. Moreover, the study genuinely indicated that teacher did not tell the students the rules and regulations of the class and this might also seriously hampers the classroom management of teachers. It also proved that sometimes teacher interrupts teaching and go out of the class to entertain any other individuals through phone or physically. Thus, it is possible to generalize that teachers'  experience in  classroom management is not effective due to lack of relevant knowledge on how to manage the classroom and  due to various  classroom factors .Hence, it is recommended that different classroom facilities should be fulfilled for teachers and students and appropriate  training should be given for the teachers by stake holders like wereda education bureau on how to manage the classroom effectively.

Keywords: classroom management, experience, local language, wolaita language

DOI: 10.7176/JLLL/59-03

Publication date: August 31st 2019

Full Text: PDF
Download the IISTE publication guideline!

To list your conference here. Please contact the administrator of this platform.

Paper submission email:

ISSN 2422-8435

Please add our address "" into your email contact list.

This journal follows ISO 9001 management standard and licensed under a Creative Commons Attribution 3.0 License.

Copyright ©